Presentation on theme: "Coaching the Cognitive Assets"— Presentation transcript:
1Coaching the Cognitive Assets Suggestions for helping your child succeed at home, in school, and in lifeWhat are cognitive assets?
2The Research Data is Clear… You make a positive impact on the lives of your children.
3Fact OneUp to age 18, students spend 87 percent of waking hours outside school in the care of the parents or guardians. Parents do make a difference.
4Fact TwoThe support that parents give to their children is at least twice as important as socio-economic factors in terms of determining the lifelong success of children.
5Fact ThreeIn national surveys, children rate parents as being their greatest heroes, well ahead of rock stars and sports personalities.
6Fact FourThe learning strategies that children learn from parents can be critical to academic success.
7Fact FiveOptimism, a learned way of thinking about the world, is the key to lifelong health, happiness, and academic success.
8“Parents are the most powerful force for creating the opportunities for ordinary children to build extraordinary lives.”Marcus Conyers
9To Coach is the Approach To promote maximum learning, the learning coach model has been used in homes across the country and the world.A learning coach is a parent who wants to assist a child in becoming a more effective learner.Three types of involvement- authoritarian (tell), laidback or laissez faire (discovery),and coaching. Any can be a coach.
10Parent coaches are just like athletic coaches. Coach to play their best gamePositive role modelsCreate teamworkWilling to change strategiesEncourage, support, and praise
11Principles of Coaching for Learning Home environment has maximum engagement between parents and childrenEngagement among other children at homeEngagement between children and learning materials such as books, craft supplies,tools, backyard natureAlmost anything can serve as a learning tool.
12Principles of Coaching for Learning Parents work on and engage in their own problemsParents are aware of the trials and tribulations of problem-solving and share them.Parents model practical optimism when solving problems.
13Principles of Coaching for Learning Create habits for thinking and learning.Good learning and thinking habits promote an easier time at school and more joyful learning experiences (Conyers & Wilson, 2006).
14What do learning coaches do to guide learning? Three phases of learning have to occur:The five senses gather information (Input).The brain thinks about the information. (Processing).The child communicates in some way what has been learned (Output).
15Suggestions for Coaching Be aware of your own cognitive assets. Children model what they see.Expect that your child can and will become a successful learner.Ask questions instead of telling.Celebrate any and all improvement in student learning and achievement.You are your own child’s first teacher. Use praise and more
16The Three Phases of Genius Together, three parts, input, processing, and output comprise The Three Phases of Genius.
17Within Three Phases of Genius lie 25 Cognitive Assets Input Phase - Practical OptimismProcessing Phase - Making MeaningOutput Phase - Learning from ExperienceI’ve picked one cognitive asset from each phase of genius.
18Guiding Questions to ask at the Input Phase Have I focused on the information?Have I avoided paying attention to extraneous information?Learning coaches would pose these questions to children.
19Input Phase - Practical Optimism An approach to life that focuses on taking practical positive action to increase the probability of successful outcomes (Wilson & Conyers, 2006)Definition
20A Lesson for Practical Optimism The next time your child is disappointed about something…Ask your child why s/he feels the event happened.Ask how s/he feels about the situation.Discuss how s/he can possibly influence the situation favorably.Discuss how the next time (TNT) the situation could have a favorable outcome.Examples - bad grade, class loses a competition, doesn’t win a particular award on awards day, best friend is mad at you.Anger, sadness
21Guiding questions to ask during the Processing Phase Why is this important to learn?How is this information important to me?How can I use this information?How does this new information relate to other information I already know?How can I summarize what I’ve learned?
22Processing Phase - Making Meaning The ability to access past experiences, connect with new information and experiences, and know that effort is needed to learn these important experiences (Wilson & Conyers, 2006).Definition
23A Lesson for Making Meaning Know what your child’s goals are.The next time you and your child are in a learning situation (homework, cultural event, etc.) ask what the learning means to him/her.Have your child predict what s/he will learn.Have your child make a graphic organizer (picture, chart, diagram) of the learning.Ask your child to look over the organizer and tell you or another family member what the meaningful parts are.Encourage your child to make a connection about the new learning to something s/he already knows from books, TV, or his/her life.
24Guiding questions to ask during the Output Phase With whom am I sharing this information?How can I best communicate this information - visually, auditorily, or tactilely/kinesthetically?What will I be able to learn from this that will help me in my journey of being a lifelong learner?
25Output Phase - Learning from Experience Being able to reflect on an experience and appropriately choose what to do the same or differently the next time (Wilson & Conyers, 2006)Definition
26A Lesson for Learning from Experience Ask your child to think of a mistake that s/he often makes.Ask how often this mistake occurs.Help your child make a plan for avoiding making the same mistake in the future.Have your child practice the plan in his/her mind.Ask your child to tell you the next time the mistake almost occurs and s/he avoids it.Celebrate the new pattern.Good to use if children don’t seem to learn from their mistakes.
27Family ProjectUsing poster board and art materials, create a slogan or commercial about one of the three cognitive assets you learned.Draw a picture or representation of yourself successfully mastering an asset.Bring it to school and share with the class.
28The First StepsPossession of cognitive assets is not a talent one is born with.Cognitive assets can and should be taught.Anyone at any age can be made more metacognitive with practice.Practice these lessons along with your child. Share your own personal joys and difficulties.Theory of neurocognitive plasticity
29Keep in TouchLet me know how these strategies are working for you and your family.Contact me at (678)
30ReferencesConyers, M. (2002). BrainSMART in the house: Why parents make the difference [Online article]. Retrieved fromConyers, M & Wilson, D (2006). BrainSMART in the house. Orlando, FL: BrainSMART.Epstein, J. (2009). (3rd ed.) School, family, and community partnerships. Thousand Oaks, CA: Corwin Press. ISBN (c) ISBN (p).